The call for action - the transformation agenda for schools

Ruel Reid,  Guest Columnist

TRANSFORMATION CAN be defined as "sudden and dramatic change". Not all schools require this type of transformation. But all schools require ongoing improvement in all areas of the organisation (culture, processes systems and structures) that support students' learning and achievement in a sustained way.

This requires a deliberate set of actions that is informed by scientific management approach to school improvement similar to the approach and discipline employed in the corporate world. In this regard, the evidence-based approach and the effective use of situation analysis using the SWOT (strengths, weaknesses, opportunities and threats) technique is strongly recommended to: i) define the nature of the problems; ii) identify the appropriate response; iii) strategic priority and direction; and iv) management/operational tasks to achieve desired outcome.

The SWOT analysis must be informed by the vision, mission, core values and policies of the Ministry of Education. Then the school can articulate its own vision and mission that is in congruence with that of the Ministry of Education. This approach must be buttressed with effective stakeholder involvement. The approach to school improvement will be more effective and sustainable with consensus building. This, however, requires a very skilful transformational leader. This leader/principal must have the support of the school board to articulate the vision of change and excellence that all stakeholders can buy into and own.

Having completed your SWOT analysis, a balanced score card approach must be employed to manage and measure the improvement progress against the stated objectives and targets. Always remember you need to plan but also to measure, monitor and review, hence 'whatever gets measured gets managed, and whatever gets managed gets accomplished'. (See Figure 1)

Establishing strategies

There needs to be consensus on the mission and the critical strategies that will yield the best results. Here are some initiatives:

1. Improve discipline and order on the school campus;

2. Improve accountability at all levels;

3. Professional development of all staff;

4. Improve the quality and reach of all student services;

5. Improve the academic performance of the students;

6. Create a more caring and nurturing environment for our students

7. Improve school facilities.

The strategy map above (see Figure 2) highlights the four target areas for improvement and the strategies to be employed to achieve the desired results.

Targeting improvement in academic results

The principal and his team must also do a SWOT analysis of the academic performance of the school. Each department and member of the teaching staff will be subject to the analysis. We already have an annual appraisal for individual teachers. This should be used for clinical evaluation of teachers and to customise professional development. I much prefer the self-directed approach than the prescriptive approach. Each person is unique, so you want to deal with the practical teacher's strengths and weaknesses.

This is, interestingly, the same approach we should adopt for our students. Lessons should be customised to meet the diverse learning needs, including the learning style, of each student. We must make differentiated instruction a norm rather than the exception. This is why we must spend time at the beginning of the year to get to know our students so that we are more prescriptive in the approach to teaching and learning. Indeed teachers should operate like doctors, trying to meet the individual needs of each student.

Successful teaching and learning practices

1. Focus on the students' real interests as the best starting point for teaching and learning. The best time to teach something new is when children are ready and this is why it is important to select relevant content that relates to their own experiences;

2. Allow children to seek understanding by exploring and investigating on their own with teachers as facilitators;

3. Recognise the teachable moment when children begin to realise that what they have been doing may not be the right way and there may be conventions to assist them. At this stage, students are ready to learn through observation, questioning, listening and modelling;

4. Recognise that real, rich, complex ideas and materials are at the heart of the curriculum. Lessons or textbooks which water down, control, or over-simplify content ultimately disempower students;

5. Understand that when a new concept is taught, students need to use it to gain understanding. The application of their skills and understanding to authentic contexts helps to consolidate and refine them. Learning is always socially constructed and interactional; teachers need to create classroom interaction and collaboration which taps the social power of learning;

6. Model the classroom as a democratic community in which students learn what they live as citizens of the school;

7. Recognise the most powerful learning for children comes from developing true understanding of concepts and higher order thinking associated with various fields of inquiry and self-monitoring of their thinking;

8. Celebrate the individuality of each child and fits its activities to the developmental level of students; realises that students learn best when faced with genuine challenges, choices, and responsibility in their own learning.

I wish to caution, though, that I think we have about 24 per cent of our students with serious learning challenges and up to 70 per cent who have social or academic challenges. In this regard, our schools need to develop the capacity through guidance and counselling to diagnose quickly the students who are at risk and to implement the necessary treatment internally or externally as may be required.

Management of key resources

The use of a management tool such as the balanced score card will enable you the use the dash board approach to monitor the critical success factors. I, therefore, advocate for a strong performance management culture in the school for all staff and students. Every one, right up to the level of the board, must be held accountable for their responsibilities.

The board and all categories of staff must be trained and in congruence with the improvement plan.

Funding is always a challenge. There is never going to be adequate funding, particularly given our ongoing economic challenges and the global economic conditions. It, therefore, means we have to prioritise and seek to get the most of existing resources. We need to ensure we are maximising the output of our teachers and all staff. We must ensure that they are adequately trained for their responsibilities and are held accountable.

There needs to be monthly reporting on all staff and students and reviewed by the school board. Indeed, I strongly suggest that schools that are on a transformation plan have monthly board meetings. This will provide the guidance, monitoring and accountability necessary to keep focus on the objectives set.

Ruel Reid is principal of Jamaica College and former president of the Jamaica Teachers' Association. Send comments to columns@gleanerjm.com.

Figure 1: Rational strategic planning process:  turning vision into action

Vision and mission - Core values

• Winning strategy
•  Performance metrics and targets
• Action plan resources
• Implementation monitoring

Figure 2: improvement pathway highlighting priority areas and strategies

Customer 

• C1 - Excellent infrastructure, adequate materials and a clean environment
  
• C2- School community orderly, safe, businesslike and nurturing
  
• C3 - Disciplined students
  
• C4- Excellent academic and extra-curricular performance
  

Internal

• I1- Effective disciplining of students
• I2 - Effective guidance counselling
• I3 -Effective maintenance facilities
• I4 -Effective planning and teaching
  
• I5 - Effective teaching delivery

Learning

• L1- Satisfied and motivated staff 
• L2 Competent staff
  
• L3 Effective leadership at all levels
• L4 Effective management information system

Fiduciar y

• F1- Effective management of financial resources
• F2 Effective fundraising
• F3 Transparency and accountability